English
ENG
English
The English language surrounds us in our daily lives and is used in such diverse areas
as politics, education and economics. Knowledge of English increases the individual's
opportunities to participate in different social and cultural contexts, as well as in
global studies and working life. Knowledge of English can also provide new
perspectives on the surrounding world, enhanced opportunities to create contacts, and
greater understanding of different ways of living.
Aim of the subject
Teaching of English should aim at helping students to develop knowledge of
language and the surrounding world so that they have the ability, desire and
confidence to use English in different situations and for different purposes. Students
should be given the opportunity, through the use of language in functional and
meaningful contexts, to develop all-round communicative skills. These skills cover
both reception, which means understanding spoken language and texts, and
production and interaction, which means expressing oneself and interacting with
others in speech and writing, as well as adapting their language to different situations,
purposes and recipients. Through teaching students should also be given the
opportunity to develop correctness in their use of language in speech and writing, and
also the ability to express themselves with variation and complexity. In addition,
students should be given the opportunity to develop their ability to use different
strategies to support communication and to solve problems when language skills are
inadequate.
Students should be given the opportunity to develop knowledge of living conditions,
social issues and cultural features in different contexts and parts of the world where
English is used. Teaching should encourage students' curiosity in language and
culture, and give them the opportunity to develop plurilingualism where skills in
different languages interact and support each other. Teaching should also help
students develop language awareness and knowledge of how a language is learned
through and outside teaching contexts.
Teaching should as far as possible be conducted in English. In teaching students
should meet written and spoken English of different kinds, and relate the content to
their own experiences and knowledge. Students should be given the opportunity to
interact in speech and writing, and to produce spoken language and texts of different
kinds, both on their own and together with others, using different aids and media.
Teaching should make use of the surrounding world as a resource for contacts,
information and learning, and help students develop an understanding of how to
search for, evaluate, select and assimilate content from multiple sources of
information, knowledge and experiences.
Teaching in the subject of English should give students the
opportunities to develop the following:
1) Understanding of spoken and written English, and also the ability to interpret
content.
2) The ability to express oneself and communicate in English in speech and
writing.
3) The ability to use different language strategies in different contexts.
4) The ability to adapt language to different purposes, recipients and situations.
5) The ability to discuss and reflect on living conditions, social issues and
cultural features in different contexts and parts of the world where English is
used.
Courses in the subject

English 5, 100 credits, which builds on knowledge from the compulsory
school or equivalent.

English 6, 100 credits, which builds on the course English 5.

English 7, 100 credits, which builds on the course English 6.
English 5
ENGENG05
English 5
The course English 5 covers points 1–5 under the heading Aim of the subject.
Core content
Teaching in the course should cover the following core content:
Content of communication

Subject areas related to students' education, and societal and working life;
current issues; events and processes; thoughts, opinions, ideas, experiences
and feelings; relationships and ethical issues.

Content and form in different kinds of fiction.

Living conditions, attitudes, values and traditions, as well as social, political
and cultural conditions in different contexts and parts of the world where
English is used. The spread of English and its position in the world.
Reception

Spoken language, also with different social and dialect features, and texts that
instruct, relate, summarise, explain, discuss, report and argue, also via film
and other media.

Coherent spoken language and conversations of different kinds, such as
interviews.

Literature and other fiction.

Texts of different kinds and for different purposes, such as manuals, popular
science texts and reports.

Strategies for listening and reading in different ways and for different
purposes.

Different ways of searching for, selecting and evaluating texts and spoken
language.

How words and phrases in oral and written communications create structure
and context by clarifying introduction, causal connection, time aspects, and
conclusions.
Production and interaction

Oral and written production and interaction of various kinds, also in more
formal settings, where students instruct, narrate, summarise, explain,
comment, assess, give reasons for their opinions, discuss and argue.

Strategies for contributing to and actively participating in discussions related
to societal and working life.

Processing of their own and others' oral and written communications in order
to vary, clarify and specify, as well as to create structure and adapt these to
their purpose and situation. This covers the use of words and phrases that
clarify causal connections and time aspects.
KNOWLEDGE REQUIREMENTS
Grade E
Pupils can understand the main content and basic details of English spoken at a
varying speed and in clearly expressed written English in various genres. Students
show their understanding by in basic terms giving an account of, discussing and
commenting on content and details, and with acceptable results act on the basis of
the message and instructions in the content.
Students can choose and with some certainty use strategies to assimilate and
evaluate the content of spoken and written English.
Students choose texts and spoken language from different media and in a relevant
way use the material selected in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in relatively varied ways, relatively clearly and relatively coherently.
Students can express themselves with some fluency and to some extent adapted to
purpose, recipient and situation. Students work on and make improvements to their
own communications.
In oral and written interaction in various, and more formal contexts, students can
express themselves clearly and with some fluency and some adaptation to purpose,
recipient and situation. In addition, students can choose and use essentially functional
strategies which to some extent solve problems and improve their interaction.
Students discuss in basic terms some features in different contexts and parts of the
world where English is used, and can also make simple comparisons with their own
experiences and knowledge.
Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.
Grade C
Students can understand the main content and essential details of English spoken at
a varying speed and in clearly expressed written English in various genres. Students
show their understanding by in a well grounded way giving an account of,
discussing and commenting on content and details, and with satisfactory results act
on the basis of the message and instructions in the content.
Students can choose and with some certainty use strategies to assimilate and
evaluate the content of spoken and written English.
Students choose texts and spoken language from different media and in a relevant
and effective way use the selected material in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in a way that is relatively varied, clear, coherent and relatively
structured. Students can also express themselves with fluency and some adaptation
to purpose, recipient and situation. Students work on and make well grounded
improvements to their own communications.
In oral and written interaction in various, and more formal contexts, students can
express themselves clearly with fluency, and with some adaptation to purpose,
recipient and situation. In addition, students can choose and use functional strategies
to solve problems and improve their interaction.
Students discuss in detail some features in different contexts and parts of the world
where English is used, and can also make well developed comparisons with their
own experiences and knowledge.
Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.
Grade A
Students can understand both the whole and details of English spoken at a varying
speed and in clearly expressed written English in various genres. Students show their
understanding by in a well grounded and balanced way giving an account of,
discussing and commenting on content and details, and with good results act on the
basis of the message and instructions in the content.
Students can choose and with certainty use strategies to assimilate and evaluate the
content of spoken and written English.
Students choose texts and spoken language from different media and in a relevant,
effective and critical way use the selected material in their own production and
interaction.
In oral and written communications of various genres, students can express
themselves in ways that are varied, clear, coherent and structured. Students can also
express themselves with fluency and some adaptation to purpose, recipient and
situation. Students work on and make well grounded and balanced improvements to
their own communications.
In oral and written interaction in various, and more formal contexts, students express
themselves clearly, relative freely and with fluency, and also with adaptation to
purpose, recipient and situation. In addition, students can choose and use well
functioning strategies to solve problems and improve their interaction, and take it
forward in a constructive way.
Students discuss in detail and in a balanced way some features in different contexts
and parts of the world where English is used, and can also make well developed and
balanced comparisons with their own experiences and knowledge.
English 6
ENGENG06
English 6
The course English 6 covers points 1–5 under the heading Aim of the subject.
Core content
Teaching in the course should cover the following core content:
Content of communication

Concrete and abstract subject areas related to students' education and societal
and working life; current issues; thoughts, opinions, ideas, experiences and
feelings; ethical and existential issues.

Themes, ideas, form and content in film and literature; authors and literary
periods.

Living conditions, attitudes, values, traditions, social issues as well as
cultural, historical, political and cultural conditions in different contexts and
parts of the world where English is used.
Reception

Spoken language, also with different social and dialect features, and texts,
including complex and formal texts, which relate, discuss, argue, report and
provide descriptions, also via film and other media.

Coherent spoken language and conversations of different kinds, such as
debates, lectures and interviews.

Contemporary and older literature, poetry, drama and songs.

Texts of different kinds and for different purposes, such as formal letters,
popular science texts and reviews.

Strategies for source-critical approaches when listening to and reading
communications from different sources and in different media.

Strategies to search for relevant information in larger amounts of text or
longer sequences of spoken language and to understand perspectives and
implied meaning.

How structure and context are built up and how attitudes, perspectives and
style are expressed in spoken and written language in various genres.

How language, picture and sound are used to express influence in such areas
as political debate and advertising.
Production and interaction

Oral and written production and interaction in different situations and for
different purposes where students argue, report, apply, reason, summarise,
comment on, assess and give reasons for their views.

Strategies for contributing to and actively participating in argumentation,
debates and discussions related to societal and working life.

Different ways of commenting on and taking notes when listening to and
reading communications from different sources.

Processing of language and structure in their own and others' oral and written
communications, and also in formal contexts. Adaptation to genre, situation
and purpose.
KNOWLEDGE REQUIREMENTS
Grade E
Students can understand the main content and basic details of English spoken at a
relatively rapid pace, and in written English in various genres, and in more formal
contexts. Students show their understanding by in basic terms giving an account of,
discussing, commenting, and drawing conclusions on content and details, and with
acceptable results act on the basis of the message and instructions in the content.
Students can choose and with some certainty use strategies to search for relevant
information and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant
way use the material selected in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in a way that is relatively varied, clear, and relatively structured.
Students can also express themselves with fluency and some adaptation to purpose,
recipient and situation. Students work on and make simple improvements to their
own communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly with fluency, and with some adaptation to
purpose, recipient and situation. In addition, students can choose and use essentially
functional strategies which to some extent solve problems and improve their
interaction.
Students discuss in basic terms some features in different contexts and parts of the
world where English is used, and can also make simple comparisons with their own
experiences and knowledge.
Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.
Grade C
Students can understand the main content and essential details of English spoken at
a relatively rapid pace, and in written English in various genres, and in more formal
contexts. Students show their understanding by in a well grounded way giving an
account of, discussing, commenting and drawing conclusions on content and details,
and also with satisfactory results act on the basis of the message and instructions in
the content.
Students can choose and with some certainty use strategies to search for relevant
information and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant
and effective way use the selected material in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in ways that are varied, clear and structured. Students can also express
themselves with fluency and some adaptation to purpose, recipient and situation.
Students work on and make well grounded improvements to their own
communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly, relative freely and with fluency, and with
adaptation to purpose, recipient and situation. In addition, students can choose and
use functional strategies to solve problems and improve their interaction.
Students discuss in detail some features in different contexts and parts of the world
where English is used, and can also make well developed comparisons with their
own experiences and knowledge.
Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.
Grade A
Students can understand both the whole and details of English spoken at a rapid
pace, and in written English in various genres, and in more formal contexts. Students
show their understanding by in a well grounded and balanced way giving an
account of, discussing, commenting and drawing conclusions on content and details,
and with good results act on the basis of the message and instructions in the content.
Students can choose and with certainty use strategies to search for relevant
information and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant,
effective and critical way use the selected material in their own production and
interaction.
In oral and written communications of various genres, students can express
themselves in ways that are varied, balanced, clear and structured. Students can also
express themselves with fluency and adaptation to purpose, recipient and situation.
Students work on and make well grounded and balanced improvements to their own
communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly, freely and with fluency, and with adaptation
to purpose, recipient and situation. In addition, students can choose and use well
functioning strategies to solve problems and improve their interaction, and take it
forward in a constructive way.
Students discuss in detail and in a balanced way some features in different contexts
and parts of the world where English is used, and can also make well developed and
balanced comparisons with their own experiences and knowledge.
English 7
ENGENG07
English 7
The course English 7 covers points 1–5 under the heading Aim of the subject.
Core content
Teaching in the course should cover the following core content:
Content of communication

Theoretical and complex subject areas, also of a more scientific nature, related
to students' education, chosen specialisation area, societal issues and working
life ; thoughts, opinions, ideas, experiences and feelings; cultural expressions
in modern times and historically, such as literary periods.

Societal issues, cultural, historical, political and social conditions, and also
ethical and existential issues in different contexts and parts of the world where
English is used.
Reception

Spoken language, also with different social and dialect features, and texts,
including complex and formal texts which relate, discuss, argue, report,
describe and investigate, also via film and other media.

Coherent spoken language and conversations of different kinds, such as
debates, in-depth reports and lectures.

Contemporary and older literature and other fiction in various genres such as
drama.

Texts of different kinds and for different purposes, such as agreements, indepth articles and scientific texts.

Strategies to take in and structure information in larger amounts of text or
longer sequences of spoken language.

Strategies for drawing conclusions about the spoken language and texts in
terms of attitudes, perspectives, purposes and values, and to understand
implied meaning.

How oral and written communications in different genres are built up. How
stylistics and rhetorical devices are used for different purposes and how
language is used as an instrument to exercise power.
Production and interaction

Oral and written production and interaction in different situations and for
different purposes where students argue from different perspectives, apply,
reason, assess, investigate, negotiate and give reasons for their views.

Oral and written communications in a chosen specialisation area.

Strategies for using different types of sources, with source-critical awareness
and established ways of citing sources within the chosen specialisation area
and in other areas.

Strategies and modern technology to participate in, lead and document
conversations and written communications in various media, such as in work
processes and negotiation situations related to social and working life.

Use of basic stylistic and rhetorical concepts.

Processing of language and structure in their own and others'
communications, in formal and complex contexts, and to create adaptation to
genre, style and purpose.
KNOWLEDGE REQUIREMENTS
Grade E
Students can understand the main content and essential details, and with some
certainty, also implied meaning, of English spoken at a relatively rapid pace, and in
written English in various genres of an advanced nature. Students show their
understanding by in basic terms giving an account of, discussing, commenting, and
drawing conclusions on content and details, and with acceptable results act on the
basis of the message and instructions in the content.
Students can choose and with some certainty use strategies to search for relevant
information, structure it and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant
way can use the material selected in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in ways that are varied, clear and structured. Students can also express
themselves with fluency and some adaptation to purpose, recipient and situation.
Students work on and make well grounded improvements to their own
communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly, relative freely and with fluency, and with
adaptation to purpose, recipient and situation. In addition, students can choose and
use essentially functional strategies which to some extent solve problems and
improve their interaction.
Students discuss in basic terms some features in different contexts and parts of the
world where English is used, and can also make simple comparisons with their own
experiences and knowledge.
Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.
Grade C
Students can understand the main content and essential details, and with some
certainty, also implied meaning, of English spoken at a relatively rapid pace, and in
written English in various genres of an advanced nature. Students show their
understanding by in a well grounded way giving an account of, discussing,
commenting and drawing conclusions on content and details, and also with
satisfactory results act on the basis of the message and instructions in the content.
Students can choose and with some certainty use strategies to search for relevant
information, structure it and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant and
effective way use the selected material in their own production and interaction.
In oral and written communications of various genres, students can express
themselves in ways that are varied, balanced, clear and structured. Students can also
express themselves with fluency and adaptation to purpose, recipient and situation.
Students work on and make well grounded and balanced improvements to their own
communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly, freely and with fluency, and with adaptation
to purpose, recipient and situation. In addition, students can choose and use
functional strategies to solve problems and improve their interaction.
Students discuss in detail some features in different contexts and parts of the world
where English is used, and can also make well developed comparisons with their
own experiences and knowledge.
Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.
Grade A
Students can understand both the whole and details, and also implied meaning of
English spoken at a rapid pace, and written English in various genres of an advanced
nature. Students show their understanding by in a well grounded and balanced way
giving an account of, discussing, commenting and drawing conclusions on content
and details, and with good results act on the basis of the message and instructions in
the content.
Students can choose and with certainty use strategies to search for relevant
information, structure it and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant,
effective and critical way use the selected material in their own production and
interaction.
In oral and written communications of various genres, students can express
themselves with good precision, in ways that are varied, balanced, clear and well
structured. Students can also express themselves with fluency and good adaptation
to purpose, recipient and situation. Students work on and make well grounded and
balanced improvements to their own communications.
In oral and written interaction in various, and more formal and complex contexts,
students can express themselves clearly, freely and with fluency, and with flexible
and effective adaptation to purpose, recipient and situation. In addition, students can
choose and use well functioning strategies to solve problems and improve their
interaction, and take it forward in a constructive way.
Students discuss in detail and in a balanced way some features in different contexts
and parts of the world where English is used, and can also make well developed and
balanced comparisons with their own experiences and knowledge.